TPSP Universal Design for Learning Sample Intermediate: ACTIVITY

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Utopian Destination, Grade 3

1. Assess and read the Utopian Destination TPSP Task from the TPSP website: http://www.texaspsp.org/primary/primary-tasks.php.

2. Access the Center for Applied Technology’s (CAST) Curriculum Barriers

Finder:http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm. Open/print the PDF Curriculum Barriers Template (the

Curriculum Barriers Tool is an online applet of the same document, but cannot be printed). There is also a Curriculum Barriers Tutorial

that can be explored if desired.

3. Review the barriers identified for sample students in the Curriculum Barriers Template.

4. Access the Center for Applied Technology’s (CAST) UDL Solutions Finder:

http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm. Open/print the UDL Solutions Finder Template (the Solutions

Finder Tool is an online applet of the same document, but cannot be printed). There is also a Solutions Finder Tutorial that can be

explored if desired.

5. Review the solutions identified for sample students in the UDL Solutions Template.

6. Review the UDL Solutions applied to the Utopian Destination TPSP task below.

7. Access the Center for Applied Technology’s (CAST) UDL Solutions Finder:

http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm. Complete a UDL Solution for YOUR lesson. You can utilize the

online applet, type into the MS Word Version, or print a hard copy of the UDL Solutions Template and utilize the blanks on the last page.

Grade: 3 Teacher: 2E/GT Teacher Subject: TPSP Project

Standard: 3rd Grade TEKS (ELAR- 2, 3, 4, 13, 14, 15, 17, 21, 22, 23, 24, 25, 26, 28, 29, 30, 31; Math- 1, 6, 8; Science- 7, 8; SS- 1, 2 ,4, 5, 6, 7, 8, 9, 11, 12, 13, 17, 18, 19; Fine Arts: Art 1, 2, 3, 4)

Goal: Create an innovative product; imagine, research, and design the city of their dreams

Materials & Methods Potential Barriers/

Missed Opportunities

Network R - Recognition S - Strategic A - Affective

UDL Solutions

Phase I— Learning Experiences: 1. Classroom becomes a city for the afternoon; students draw what “building” their desk will

Kevin— cannot see small text; Bill needs graphic support; Brian— difficulty decoding/understanding text; Brian and Jose— limited English and understanding

R,S,A Kevin— provide alternative format, large print and/or magnification of hard copy; Brian and Jose provide pre-learning vocabulary set; check for understanding on a regular basis (either orally or with a group response system)

TPSP Universal Design for Learning Sample Intermediate: ACTIVITY

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Materials & Methods Potential Barriers/ Missed Opportunities

Network R - Recognition S - Strategic A - Affective

UDL Solutions

be; discussions follow

Phase I— Learning Experiences 2. Introduce concept of urban planning; provide access to websites, books and videos (multiple formats)

Brian and Jose— difficulty comprehending meaning; Helen— and Kiwa— distracted, may miss info; Kevin may not be able to see material

R,S,A Brian, Jose, Helen and Kiwa check for understanding on a regular basis (either orally or with a group response system); Kevin— provide alternative format, large print and/or magnification of hard copy, audio description if graphics and videos; Bill— provide graphic support via website resources or teacher created; Brian and Jose provide pre—learning vocabulary set, check for understanding on a regular basis; Brian and Jose— alternative formats (text-to-speech)

Phase I— Learning Experiences 3. Create charts comparing different city, country suburb life 4. Create charts comparing your local community across history

Provide additional materials in multiple formats (books, videos, websites, etc.)

Brian and Jose may need vocabulary support; Helen and Kiwa may have difficulty attending

R, S, A Provide pre-learning vocabulary support for Brian and Jose; Helen and Kiwa— give specific tasks for them to do during the activities

Phase I— Learning Experiences 5. Guest Speaker

Brian and Jose may need vocabulary support; Helen and Kiwa may have difficulty attending; Kevin may have difficulty seeing

S,A Provide pre-learning vocabulary support for Brian and Jose; Helen and Kiwa— give specific tasks for them to do during the activity and graphic organizer for note-taking, possibly a hard copy of presentation material; Kevin—

preferential seating

Phase I— Learning Experiences 6. Research local community history

Kevin— cannot see small text; Bill needs graphic support; Brian— difficulty decoding/understanding text; Jose— difficulty comprehending meaning; Helen— and Kiwa— distracted, may miss info; Sarita and Phillip— difficulty writing

R, S, A Kevin— provide alternative format, large print and/or magnification of hard copy; Bill— provide alternative formats through pictures and/or topic websites with graphics; Jose, Kiwa and Helen check for understanding and timeline completion on a regular basis; Kiwa and Helen— give them specific tasks with a clear outline of what is expected and/or pair them with a mentor or

partner that has strong task completion skills, provide hardcopy or electronic graphic organizers; Sarita and Phillip— provide technology-based supports (word processors, voice recognition, electronic graphic organizers, word prediction); All— allow alternative formats for presentation of research information

TPSP Universal Design for Learning Sample Intermediate: ACTIVITY

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Materials & Methods Potential Barriers/ Missed Opportunities

Network R - Recognition S - Strategic A - Affective

UDL Solutions

Phase I— Learning Experiences

7. Explore web-based, board or card city planning simulation

Kevin may have difficulty seeing; Kiwa may get distracted or may not get all

concepts

R, A Kevin— partner to provide visual description, or provide a tactile based simulation (Game— Settlers of Catan for

example); Kiwa— maybe game that requires cooperation from all to succeed

Phase I— Learning Experiences 8. Introduce concept of utopia

Kevin may have difficulty seeing; Kiwa may get distracted or may not get all concepts

R, A Kevins, Brian and Jose may need alternative formats, text-to-speech for books or webpages; All— possibly use a movie or video media

Phase II— Independent Research: Research Process— Select a topic for the project, ask guiding questions, develop and submit a research proposal, conduct the research

Kevin— cannot see small text; Bill needs graphic support; Brian— difficulty decoding/understanding text; Jose— difficulty comprehending meaning; Helen and Kiwa— distracted, may miss info; Sarita and Phillip —difficulty writing

R,S,A Kevin— provide alternative format, large print and/or magnification of hard copy; Bill— provide alternative formats through pictures and/or topic websites with graphics; Jose, Kiwa, and Helen— check for understanding and timeline completion on a regular basis; Kiwa and Helen— give them specific tasks with a clear outline of what is expected and/or pair them with a mentor or partner that has strong task completion skills; provide hardcopy or electronic graphic organizers; Sarita and Phillip— provide technology based supports (word

processors, voice recognition, electronic graphic organizers, word prediction); All— allow alternative formats for presentation of research information

Phase II— The Product Brian and Jose— may have limited knowledge/vocabulary in English; Helen and Kiwa may be distracted

R,S,A Brian and Jose—check regularly for understanding; provide alternative formats with text-to-speech and/or graphic support; provide websites with topic vocabulary available; Helen and Kiwa— pair with strong task oriented group, assign them specific tasks within the group, provide

graphic organizer or outline of what is expected

Phase II— Communication Kiwa may need support to stay focused on topic; Helen may not be comfortable presenting; Brian and Jose may have difficult expressing depth of thoughts in English; Jake and Jorge may want to use media

R,S,A Kiwa and Helen— provide a rubric to evaluate the presentations, take short breaks between; Brain and Jose— check for understanding after each presentation; Kevin— provide alternative formats and/or magnification; Sarita and Phillip— provide computer access (voice recognition, word processing, word prediction, etc.); Additionally— Provide practice sessions, provide graphic

organizers/outline for points to be covered; allow video or audio recording rather than live presentations; All— allow alternative formats for presentation of research information

Phase II— Submission Brian— may have trouble keeping R,S Brian — provide graphic organizers (hard copy or

TPSP Universal Design for Learning Sample Intermediate: ACTIVITY

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Materials & Methods Potential Barriers/ Missed Opportunities

Network R - Recognition S - Strategic A - Affective

UDL Solutions

track; Kiwa may not be able to abstract the project's important

content; Jose and Brian may have difficulty with vocabulary

computer based), provide an expected timeline and check it regularly; Kiwa— provide samples of expected work,

graphic organizers; check in regularly; All— allow alternative formats for presentation of research information

Possible Technology Resources for Implementation

1: Text-to-Speech Tools on a computer (Write:OutLoud, Intellitalk, Word Talk, Read and Write Gold, etc.)

2: Computer-based Graphic Organizers (MS Word or Inspiration)

3: Text-to-Speech on websites (Wynn, Kuzweil, Word Talk [free], TTS built into iOS, Windows)

4: Tablet-based text-to-speech for documents or webpages (all platforms)

5: Voice Recognition to speech-to-text (Dragon or Voice Recognition built in to iOS and Windows)

6: Word Prediction Programs/predictive text (Co-Writer, built into tablet word processors)

7: Closed Circuit TV for enlarging hard copy

8: Screen Reader for reading screen to visually impaired student (JAWS)

9: Unitize customizable features of computers and mobile technologies (font size, background color, etc.)

10: Multimedia representations— images, video, sound, text, animation, graphic organizers

11: Templates and graphic organizers in MS Word, or fillable forms in Adobe

12: Multimedia presentation tools for “alternate formats”